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Saturday, October 6, 2012

Lesson Plan on Reading

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LESSON PLAN

School : Junior High School

Subject : English

Class / Semester : VIII/1

Skill : Reading

Time Allocation : 1 X 40 minutes

A. STANDARD OF COMPETENCE

5. To understand meaning of simple, short essays in the form of descriptive and recount

text to interact (with people) in the (students’) closest environment

B. BASIC COMPETENCE

5.3. To respond the meaning and rhetorical step in the simple, short essays accurately,

fluently and related to the students’ closest environment in the form of descriptive and recount text.

C. SUB BASIC COMPETENCE

5.3.1 To respond the meaning and rhetorical step in the simple, short essays accurately

fluently and related to the students’ closest environment in the form of

descriptive text.

D. INDICATORS

1. To identify the meaning of some words related to the topic

2. To find out the various kinds of information of descriptive text

3. To fill/complete the table on the content of the text

4. To identify the language features of a descriptive text

5. To identify the generic structure of the descriptive text

E. LEARNING GOAL

By the end of the lesson, students are expected to be able to understand the content and the characteristics a descriptive text.

F. LEARNING OBJECTIVES

1. Given some questions orally, the students are able to understand the meaning of some words related to animals.

2. After reading the text, the students are able to identify various kind of information of the given descriptive text (general information, main idea, explicit information, implicit information, references of certain word, and the meaning of words) correctly.

3. In groups, the students are able to fill/complete the table on the content of the text

correctly.

4. Through working in group , the students are able to mention the adjectives used in the text correctly

5. Through working in group, the students are able to identify the generic structure of text correctly.

G. LEARNING MATERIALS

- Descriptive text about an elephant (taken from Smart Steps: The Smartest Way to

Learn English. An English Textbook for Junior High School, published by Ganeca

Excact Bandung)

H. TEACHING MEDIA

1. Work sheet

2. A picture of an elephant

I. TEACHING MODEL

a. Technique : Three – Phase Technique

Exploration, Elaboration, Confirmation (EEC)—Pre-Reading, Whilst— Reading,

Post—Reading

b. Discussion / interactive learning

J. LEARNING ACTIVITIES

Opening (2.5’)

· Attendance checking

· Telling the learning goal and objectives

· Telling the coverage of the learning materials

a. Exploration—Pre-Reading (7.5’)

1. The students are asked to make groups of two (pair-work).

2. The teacher gives the students five questions orally related to the topic.

- Do you like animals?

- What animal do you like?

- Now, guess! It is a kind of a big animal. It eats grass. We often see it in the zoo. What is it?

3. The teacher shows a picture of an elephant.

4. The teacher asks some questions related to the picture, such as

- What picture is it?

- Where does it live?

- How is it?

- What does it eat? etc.

5. The teacher asks the groups to predict what topic is going to discuss/the teacher tells the student about the topic to discuss.

b. Elaboration—Whilst-Reading (22.5’)

1. The teacher distributes the worksheet to each group.

2. The teacher explains a little about a descriptive text.

3. After that, the students are given the chance to read the text.

4. The groups answer questions.

5. Still in groups, the teacher and the students discuss the results of the discussion.

6. In groups, the students complete the table based on the text.

7. Still working in group, the students are asked to identify the language feature

and generic structure of the text having been discussed.

8. Each group presents the results of their discussion in front of the class by giving explanation and other groups give response as well as feedback to their friends’ groups.

9. The teacher gives feedback to the students’ presentation by giving correction on

the mistakes.

c. Confirmation—Post-Reading (5’)

1. The teacher highlights the learning materials that have been discussed.

2. The teacher asks students to find a descriptive text at home.

Closing (2.5’)

· The teacher gives chance to the students to ask questions

· The teacher closes the lesson

· Greeting

K. EVALUATION

Technique : Test (enclosed)

(the test is for Daily Test/Formative Test)

Note: The character building: reinforcing reading habit, self-confident

L. APPENDICES :

a. Learning Materials

b. Students’ Worksheet

c. Key Answer

d. Scoring Guide

Binangun,

The Principal, English Teacher,

__________________________ SUKARDI

Appendix 1: Learning Materials

Transcript for the oral questions (It can be presented by having power point presentation).

Answer the questions orally!

1. Do you like animals?

2. What animal do you like?

Now, guess! It is a big animal. It eats grass. We often see it in the zoo.

What is it?

Based on the picture, answer these questions!

What picture is it?

b. Where does it live?

What color is the elephant’s skin?
What does it eat?

Descriptive Text

Note :

Descriptive text is a text describing specific object (place, people, or thing)

Generic Structure :

Identification : it is used to identify the specific object being described.

Description of features : Giving more detailed information about the physical appearance of the object being described.

Language features : Descriptive text usually uses the present tense, adjective, and noun phrases.

The writer may give opinion : I think ………; you can …………..etc

Appendix 2:

Students’ Worksheet

Task 1:

Read the following text carefully!

This is Salsa. Salsa is an Indian Elephant, but now it lives in the National Zoo Washington D.C.

Salsa is young. It is twenty years old. It weighs up 2,500 kg and 2.1 meter high at the shoulder. It may consume up to 200 kg of grass a day. It is fond of banana plants, gingers, and leaves of various plants.

Salsa does not have sweat glands so it likes to cool off by rolling in a pond in the zoo. The mud that dries on its skin protects it from the sun. Salsa also likes taking a bath. It makes her fresh and relaxed. Mike, the zoo keeper, helps Salsa take a bath. Mike does it every day. He also feeds and talks to Salsa. Salsa likes this nice guy very much.

Answer these questions based on the text!

1. What does text tell us about?

2. Where does Salsa live?

3. What is Salsa’s favorite food?

4. What is main idea of the second paragraph?

5.”Mike does it every day.” What does the word “it” refer to?

6. He also feeds and talks to Salsa. What does the word “feed” mean?

Task 2:

Complete the table based on the text!

Number	Aspects	Answers
1		Salsa
2	the origin of Salsa
3		twenty years old
4	the height of Salsa
5		Mike

Task 3:

Analyze the text above in terms of its text organization/generic structure of the text!

GENERIC STRUCTURE	PARAGRAPH	LANGUAGE FEATURES
Identification		Adjectives:…………….. Verb 1 :…………………
Description	.	Adjectives:…………….. Verb 1 :…………………

GOOD LUCK!

Key Answers:

Appendix 1

1. Yes / No

2. ………

3. elephant

elephant
in the jungle / zoo
brown
grass

Appendix 2

Task 1:

1. Salsa, an elephant

2. National Zoo Washington D.C.

3. banana plants, gingers, and leaves of various plants.

4. the physical description of Salsa

5. helping Salsa take a bath

6. give food

Task 2:

Number	Aspects	Answers
1	the name of the elephant	Salsa
2	the origin of Salsa	India
3	the age of Salsa	twenty years old
4	the height of Salsa	2.1 m
5	the zoo keeper	Mike

Task 3:

GENERIC STRUCTURE	PARAGRAPH	LANGUAGE FEATURES
Identification	1: It tells what is Salsa.	Adjectives: Indian Verb 1 : live
Description	2: It tells the physical description of Salsa. 3: It tells the habits of Salsa.	Adjectives: young Verb 1 : weigh Adjectives: - Verb 1 : have, like

]

Appendix 3: Test for Evaluation

Read the text carefully!

Sonia has a pet. It is a cat. Its name is Bonny.

Bonny is a beautiful cat. It is black and white. Its fur is very soft. It has a long tail. However, its tail is not only black and white but also brown. It has also beautiful eyes.

Bonny likes playing. It usually plays by itself under the tree in front of Sonia’s house. It usually runs here and there as well as rolling by itself.

Answer the questions based on the text!

1. What is the suitable title for the text above?

2. What is Bonny?

3. What color is Bonny’s tail?

4. What is the main idea of the second paragraph?

5. What does the word “itself” in the last paragraph refer to?

GOOD LUCK!

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Key Answers:

1. Sonia’s Pet/Bonny/Sonia’s Cat.

2. It is a cat.

3. black, white, and brown.

4. the physical description of Bonny.

5. Bonny.

Scoring Guide:

20 : complete and correct answer

10 : incomplete but correct answer

5 : wrong answer

0 : no answer

Total Score:

20 X 5 = 100

An Analysis of a Poem

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The Road Not Taken

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I--

I took the one less traveled by,

And that has made all the difference.

by Robert Frost

An Analysis of a Poem

“The Road Not Taken”

By Robert Frost

“The Road Not Taken” is one of Robert Frost’s popular poems. Robert Frost was born in San Francisco on March 26, 1874. He moved to New England at the age of eleven and became interested in reading and writing poetry during his high school years in Lawrence, Massachusetts. He was enrolled at Dartmouth College in 1892, and later at Harvard, though he never earned a formal degree. “The Road Not Taken” is a good poem for us to analyze and understand the message for there are many things special. The following is a short and simple analysis on it.

I. The Meaning of Words

The words used in this poem seem to show connotation. It means that what is

meant by certain words is not the meaning of words as they used literally.

Example:

Here the writer used word “roads”. It is not the roads in ordinary meaning as the

roads where we usually walk. However, it is the “mind” or the “decision to take”

“Traveler” is not just the traveler who walks on the road in ordinary sense. Yet, traveler refers to “every/all of us/human beings”.

The word “looked down” which literally means looked down the road in the real context, but it means that the writer “reconsidered” what to do before decided what to do so. In this case the writer thought and thought again the god and the bad effects and side of what was going to do.

There are still other words that suggest the different meaning as the ordinary one.

II. Imagery

The writer used the words in this poem to show the situation in a certain place near the wood. Then the roads diverged. After that he stops for a while and think in a hesitation what to do. He is in doubt which road to take. In deep breath, he thinks deeply about the consideration of each decision to take. Here the writer uses the image of such situation to describe that we may face such dilemmatic situation which forces us to decide what to do with each consequence.

III. The Poetic Comparison

Here the writer compares the diverged roads to the decision to take which may

cause certain results or consequences.

Then the writer also compares the wood to the world of life of ours. It is in the

world of our life that we have to do something in a certain situation.

Where certain road we take, we will face certain inevitable condition or facts.

That is life that we may be at certain risks because of certain decision we have

taken.

IV. The Symbol

The symbol used in this poem relates much to the imagery of it. The words used in this poem symbolize certain meaning. Like the word “road” may mean that it is the “idea in our mind” to express or show. The “wood” may be interpreted as the “situation or world” of ours in our daily life. In our real life, we may get stuck into a certain condition that forces us to do something that may be dilemmatic.

V. The Mode or Tone

In general the “hesitation” or “doubt” is the mode or tone that the writer of this poem expresses. The poem implies the interpretation that everyone may get into a certain hesitation or doubt when he/she faces certain situation. Everyone has his/her own consideration when she/he has to make certain decision.

The writer shows his consistency in showing the hesitation in his poem. Starting from the first stanza up to the last one, still, the doubt mode dominates the message of this poem.

VI. Setting of the Time and Space

This poem seems to bring the reader to such situation in which we are in a short distance to a wood in a late afternoon. Then we stand there for a fairly long time to think and rethinking of everything to do with each consequence.

VII. Summary

This poem focuses on the theme of “hesitation/doubt”. The writer shows and asks the reader to imagine when we are in a certain dilemmatic situation. Then, in a short time we have to decide what to do or to take.

Here the writer argues that everyone may get such a difficult situation in which

he/she has to act/to do something. While, doing certain thing may cause another thing, too.

The writer symbolizes himself in short distance to a wood where the road to take

is diverged. Then he is in doubt which one to travel. Taking the most travelled one may not be as good as usual or as expected. Taking the other one which seems to be rarely travelled by, may be better than the first one. Such hesitating situation makes him get difficulty in deciding. However, finally he takes the rarely travelled by, in the hope that it is better than the other. He expects that it will be different from others.

In this poem the writer would like to show that in our daily life we are often faced by many dilemmatic situations that need us to be ourselves. Sometimes we see that many people do many things that sometimes against the law and religion as well as our feeling or heart. In such condition, sometimes we are forced to do so. If we do not do so, we will be out of there. However, when we accept to do so, it is not really what we want to do. So, sometimes we have to force ourselves to d differently from others in order that we are not against our deep heart feelings.

This idea is expressed thoroughly by the writer in this poem. Starting from the first stanza up to the last one, the writer is consistent to express this message by having good choice of words and symbolization.

VIII. Rhyme

The poem “The Road not Taken” is classified as a “Rhymed Verse Forms” one.

The repetition of sound is orderly can be felt and heard. The rhyme formula is

“a, b, a, a, b”. The rhymes are as follows:

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I--

I took the one less traveled by,

And that has made all the difference.

The rhyme good rhyme of this poem has made it catchy to our lips and ears. It

makes a good point of this poem. It can be seen that the rhymes have ordered

formulas. This may affect understanding of the poem readers. In turn, it may help

the readers understand better on the message of the poem.

IX. Kinds of Stanza

In terms of the kinds of stanza forms, the poem “The Road not Taken” is called

“Quintet” (five lines)—it means that each stanza consists of five lines.

Example:

Two roads diverged in a yellow wood, (1^st line)

And sorry I could not travel both (2^nd line)

And be one traveler, long I stood (3^rd line)

And looked down one as far as I could (4^th line)

To where it bent in the undergrowth; (5^th line)

The same thing happens to the second, third, and fourth stanzas in which each of

them consists of five lines.

X. Criticism and Evaluation

In general, it is a very good poem. In term of the total integration of the material, this poem has had all in one. It means that the message going to express is completely represented by the words in the poem itself. In different words we can say that the poet has achieved the total integration of his materials.

In my view, this poem has made us realized what commonly happens in our daily life. Life is life. Life sometimes makes us live in different way from our selves/our feelings. Life sometimes makes us just like ordinary people, not dare to be consistent to the value of life.

All in all, I like this poem. The words choice and the rhyme make it catchy to our heart and ears. In addition, the message of this poem is truly touched felling. Furthermore, we may have ourselves understand the meaning of life because of the message of this poem.

Last but not least, the writer has a very good imagination in writing his poem. Je imagine something to represent the meaning/what he intends to express. However, it may results in different understanding and perceptions to the readers. Yet, it is quite reasonable in case that there is difference.